The problem


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The problem

Even though there is significant growth in the adoption of technology in learning systems, many stakeholders involved in education, training and workforce development have expressed a concern with the quality of e-learning as they have experienced it to date. Their perceptions reflect their specific context and expectations. There are also a number of important 'quality' stakeholders that are adapting their approaches to take account of the integration of technology. Therefore quality, when it refers to e-learning, means something different to each of them. A quality system can be described as the approaches, processes and standards applied within any environment that meet the expectations of the stakeholders in that environment.

When considering quality, we need to take into account that:

quality expectations in e-learning impact on design and development processes and on implementation, and will be a key influence on evaluation
e-learning adoption may be concerned with integrating technology into existing learning systems and structures where quality systems and processes are already in place
e-learning may drive change in existing learning systems and structures, in which case pre-existing quality systems and processes may need to be adapted or new quality systems developed.

Agreeing quality assurance processes may require that account be taken of stakeholders who are both directly involved (suppliers, designers, teachers, trainers, managers, learners) and those who are indirectly involved (accreditation agencies, regulatory authorities).

Stakeholders include internal customers, external customers, suppliers and those within related systems that have the power to impact on the control of quality. Quality is difficult to 'fix' during a period of significant change and innovation; constancy of purpose is needed to maintain momentum in assuring quality. It also requires effort in building consensus across stakeholders with a range of responsibilities and interests. Quality requires process discipline, which may not always sit comfortably with creativity, flexibility and autonomy. In fact, concern is expressed quite widely, especially amongst early adopters and suppliers, that creating quality standards too early will suppress innovation.⁵

...continue to the proposition

⁵ In Progress towards a Unified E-Learning Strategy. Published 8 April 2004 by the e-Learning Strategy Unit, Department for Education and Skills (UK), it was reported that during the consultation process, 'several key respondents commented that whilst data exchange should be possible across all boundaries, creating standards for the design of software and systems would suppress innovation' and 'there were a proportion of respondents who believed kite marking would suppress innovation in the design of e-Learning material.'

In the USA, when the USA established a set of Instructional Design standards for e-Learning, the concern for innovation was also strongly expressed, especially by the supplier community.

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